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«BIG-DATA»

• Founded in 2001• 100 employees• Software• Content• School development

Conexus – Release Knowledge!

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• 250 municipality customers• The Norwegian Ministry of

Education• The Norwegian Directorate

for Education and Training• Norwegian Research Consul• Innovation Norway• Partners in Sweden and

Denmark

Funded By:

Norway:• THE IMTEC FOUNDATION • All big publishers• mYouTime• 20 content providers• MicrosoftDenmark:• KMD EducationSweden:• IST

• ICSEI

Singapore:Conexus Orient3D networksVietnam:Orient Software3D networksUSA:Knewton Declera

ICSEI

Concept Partners/network

• 1 million users• The national government in

Norway• 80% market in Norway• 20% market in Denmark• Started in Sweden in 2014• Started in Singapore in 2014• Started in Vietnam in 2014• 2-4 new countries in 2015• All big publishers and

content providers in Norway

Users-Markeds

Professor Peter MortimoreProfessor Knut RoaldProfessor Louise StollProfessor Kjell B. HjertøProfessor Andy HargreavesProfessor Viviane RobinsonProfessor Lorna EarlProfessor Michael Fullan

Academic Feedback From:

Yngve Lindvig, Louise Stoll, Michael Fullan, Andy Hargreaves, Jarl Inge Wærness, Lorna Earl & Anders Fosnes in Toronto January 2015

“Not everything that counts can be counted.

And not everything that can be countedcounts.”

- Sign hanging in Einstein’s office at Princeton

Conexus – Release Knowledge!

Learning Analytics

Parental Feedback

21st Century Key Capacities

Teaching Appraisal

Learning Environment

Teach Like a Pro

Professional School Ow

nership

Lead Like a Pro

Professional Career Developm

ent

Data from student administrative systems

Our passion is to create tools for Learning Analytics and Key Capacity Development to release the potential in every learner for sustainable global development.

Data from learning management systems

Group level

Individuallevel

Process design

Data from Adaptive learning progress

Public data

Data flow

layer

Professional Learning Environment

Parents Students Professionals

Key Capacity Building

Learning Mindset

In summary, the dimensions of our recommendations are multifaceted, reflecting the diverse stakeholders in the education ecosystem, but the core goal that motivates every stakeholder and every development in the field of learning analytics is the opportunity to improve learning for students across he educational spectrum, in both formal and informal settings.

- The learning analytics workgroup

”What would the cost socially and economically be of developing a single-sign-on technical infrastructure and culture, and would that cost be worth the payoff, considering the ability to intgrate data from across a range of traditional platforms with multimodal data sources?”

- The learning analytics workgroup

Change of Focus

• User centered development• .NET framework 4• MVC 4.5• Entity framework 5.0• Unity Application block 2.1• SQL Databases • Multi-dimensional OLAP cubes • Cache: AppFabric • Standardised integration (PiFU

IMS, ABC Enterprise)• Responsive design• Network Load Balancing• Code Versioning Control: Team

Foundation Server (TFS)• Automation test: Selenium• Unit test: Microsoft Visual Studio

Unit Testing framework

Key notes

Technology

Support from home

Teacher

Self-eff

MAV

MAP

Motivation

Class climate

Results

Model 1: Relations in Data

Final estimation of fixed effectsFixed Effect  Coefficient t -ratio d.f.  p -valueFor INTRCPT1, β 0

    INTRCPT2, γ 00 3,78 169,44 115 <0.001    TRINN_ME, γ 01 0,03 0,65 115 0,52

     K_MILJ4, γ 02 0,13 2,53 115 0,01    LAERER17, γ 03 0,33 4,21 115 <0.001For KJONN slope, β 1

    INTRCPT2, γ 10 0,09 2,58 1757 0,01For KARAKT6 slope, β 2

    INTRCPT2, γ 20 0,08 4,33 1757 <0.001For VEIL3_11 slope, β 3

    INTRCPT2, γ 30 0,19 11,97 1757 <0.001For HJEM3_09 slope, β 4

    INTRCPT2, γ 40 0,14 8,59 1757 <0.001

Final estimation of fixed effectsFixed Effect  Coefficient t -ratio d.f.  p -valueFor INTRCPT1, β 0

    INTRCPT2, γ 00 3,78 166,74 115 <0.001    TRINN_ME, γ 01 -0,02 -0,39 115 0,70

     K_MILJ4, γ 02 0,20 3,80 115 <0.001    LAERER17, γ 03 0,42 5,84 115 <0.001For KJONN slope, β 1

    INTRCPT2, γ 10 0,10 2,76 1755 0,01For KARAKT6 slope, β 2

    INTRCPT2, γ 20 0,08 4,78 1755 <0.001For VEIL3_11 slope, β 3

    INTRCPT2, γ 30 0,20 12,63 1755 <0.001 TRINN_ME, γ 31

0,02 0,56 1755 0,58 LAERER17, γ 32

0,10 1,98 1755 0,05For HJEM3_09 slope, β 4

INTRCPT2, γ 400,14 8,84 1755 <0.001

Learning Analytics in Norway

1. Testing of scales2. Factor analyzes3. Correlation between data4. Testing of significant

differences5. Path-analyzes6. Color setting

Step vise analyzing

Multi 3rd grade

Thegraph shows the amount of money four children spent in a week. Use the graph to answer the questions. How much did Ben spend?

$

Who spent over $ 500?

John Eve Alan Kate

40$ 60$ 80$ 100$

What is the difference between the one who spent the most and the one that spent the least?

Previous Next

John Eve Kate Alan

Dollar

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Math

Numbers Algebra Data Stats % Meassurement Geometry

Learning ProgressIn Math for Primary 6, dark blue graph line represents student skill, while purple graph represents average class skill level.1) Functions and graphs:

Student shows low skill level, and VOKAL will suggest personalised homework in this area (see below). However, class average is also low and reasons for this should be explored.

2) Data handling: Student is ahead of the class in this area, and may be to lead group work in this area.

Learning Progress